Abstract:

This study presents a Systematic Literature Review (SLR) aimed at identifying and characterizing the instruments used to assess Students’ Digital Competences (SDC) in basic education. The methodology followed the recommendations of the PRISMA statement, in order to ensure the rigour and replicability of the analysis carried out. After applying the predefined inclusion and exclusion criteria, the corpus of this analysis consisted of 22 scientific articles published between 2020 and 2024. Altogether, the 22 articles examined in this SLR allowed the identification of 19 distinct instruments used to assess SDC in basic education.

To fulfil the intended purpose, the analytical process focused on three analytical dimensions:
a) Instrument typology;
b) Assessment purpose; and
c) Object of assessment.

The results of the SLR, described according to these dimensions, suggest that:
a) the use of tests, in isolation, predominates as a means of assessing SDC;
b) many studies aim to relate students’ SDC levels with specific variables that may impact learning; and
c) a significant number of instruments adopt an integrated approach that considers, in an articulated manner, the three components of digital competence (knowledge, skills, and attitudes).

In light of these findings, this article brings together relevant elements to advance the current state of the art in the field of assessing SDC in basic education, based on recent studies that present instruments specifically developed for this purpose. Beyond identifying trends, this study highlights gaps for future research on the topic, underscoring the need to promote the assessment of SDC as a process oriented towards improving learning, valuing the complementarity between summative and formative information-gathering processes. Moreover, assessment should aim to support learning across the years and stages of basic education, rather than merely providing punctual measurement for identifying variables that influence the development of SDC. Finally, it is essential to develop research that involves teachers in designing SDC assessment instruments, ensuring that these tools reflect real pedagogical needs.

Keywords:

Assessment, Digital Competences, Basic Education.